WELCOME TO makeSPACE RESEARCH

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The makeSPACE project builds from research in the ArtCore project, led by principal investigator, Ross C. Anderson. To contribute to improving educational equity and effectiveness for students, the makeSPACE team is committed to studying and publishing research about the makeSPACE approach using a variety of rigorous qualitative and quantitative methods. As an iterative research and development project, makeSPACE research aims to learn about the experience of teachers in our professional development and the resulting effects at the school, classroom, and student levels. As the project progresses, research articles, presentations, and insights will be added to this page.

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Read the Articles

TEACHERS CREATIVITY AND WELL-BEING DURING THE COVID-19 PANDEMIC​

During the global coronavirus disease 2019 (COVID-19) pandemic, teacher and student creative beliefs and affect play a supportive role in adaptively managing stress, finding joy, and bouncing back from inevitable setbacks with resilience. This study explores how teacher creativity linked to well-being in the face of COVID-19-related school shutdowns and how teachers planned to adapt creatively to distance learning through the guidance of a summer creative teaching training institute.

Foundational Beliefs, Values, and Affect for Integrating Creativity in the Classroom

Little is understood about how to effectively support teachers to understand and integrate strategies for creativity and arts integration in the classroom. This study addresses that gap by describing and testing a blended professional development (PD) model guided by the theory of change that teachers’ understanding and beliefs about creativity are foundational to their development as a creative teacher and their classroom implementation.

Reflection in the Creative Process of Early Adolescents

Generally, the self-perceptive and self-reflective dimension of creative production have received less attention than creative thinking. Yet, creative self-beliefs play a pivotal role in different aspects of the creative process and metacognition about the creative process may bridge self-perceptions to creative thinking through self-awareness, strategy selection, self-evaluation, and contextual knowledge. These two studies describe the nature of creative self-beliefs and metacognition in early adolescence within the model of creative behavior as agentic action.

CREATIVE ENGAGEMENT

This essay explores interdisciplinary models of embodied cognition, affective neuroscience, educational psychology, creativity theory, and science education. There are important educational implications of the need for meaning making through body–mind and affective interaction with a social learning environment.

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Contact us if you’re interested in learning more about the current grant opportunity or about the makeSPACE project.

We want young people and their teachers to be fulfilled, to feel agency, and to shape their own lives and the world around them. We want them to thrive within the possible - as the world offers them moment after moment of uncertainty.